La Formación Inicial De Los Maestros De Educación Primaria en El Contexto De La Enseñanza Bilingüe en Lengua Extranjera

Olmeda, Gonzalo Jover; Guillén, María Teresa Fleta; González, Rosalba Roque

doi:10.13042/bordon.2016.68208

Cited by 33 publications

(27 citation statements)

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“…These differences in favor of the Advanced English teachers, who hold a C2, also confirm the direct relationship between language proficiency and mastery of theoretical aspects of CLIL pointed out by Pérez-Cañado (2016). Jover et al (2016) explain that the new programs must be revised in order to improve the training of generalist teachers who do not study the specialty in a foreign language but can also become CLIL teachers.…”

Section: Differential Analysis Of the Competence To Plan Clilsupporting

confidence: 67%

“…However, Morton (2016) points out that "one of the most challenging issues in all types of content-based instruction is teachers' perceived lack of pedagogical content knowledge necessary for effective content and language integration" (p. 144). This situation is the result of a deficient provision for teacher preparation in these programs (Banegas, 2012(Banegas, , 2015Coyle, Hood, & Marsh, 2010;Fernández-Cézar, Aguirre-Pérez, & Harris, 2013;Jover, Fleta, & González, 2016;Lancaster, 2016;Mehisto, Marsh, & Frigols, 2008;Pavón-Vázquez & Ellison, 2013;Pérez-Cañado, 2012, which generally consider linguistic competence as the only criterion to accredit teachers to teach CLIL.…”

Section: Introductionmentioning

confidence: 99%

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Influencing Factors on In-Service Teachers’ Competence in Planning CLIL

Espinar

2020

laclil

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In spite of the multiple competencies necessary to design and deliver proper Content and Language Integrated Learning (CLIL) lessons, the teachers’ linguistic proficiency is the primary competence considered in the accreditation of CLIL teachers in Spain. However, teachers’ competence in planning CLIL lessons is key to bilingual education. This article explores this competence and reports on the several factors that influence the level of integration of CLIL methodological principles in the lesson planning style of in-service teachers at primary and secondary education. The factors studied are the stage of education, curricular subjects, teacher education, status at school, years teaching CLIL and type of school in a sample of 383 in-service CLIL teachers. Results show statistically significant differences in all the factors studied except in the stage of education (primary-secondary) and the type of school (state-semiprivate). These results reveal a high heterogeneity in the sample, which allows the description of the CLIL teacher profiles according to the factors that influence their competence in planning and delivering CLIL lessons. It is concluded that education and training in CLIL competencies, such as planning CLIL lessons, is also necessary in order to achieve a more homogeneous competence profile of the teachers. Therefore, a review of the academic programs and of the accreditation model so as to guarantee that they include prescriptive education and training in CLIL is recommended, since the quality and sustainability of bilingual programs also depends on teachers’ competence in CLIL and not only on the students’ academic results.

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Section: Differential Analysis Of the Competence To Plan Clilsupporting

confidence: 67%

Section: Introductionmentioning

confidence: 99%

Influencing Factors on In-Service Teachers’ Competence in Planning CLIL

Espinar

2020

laclil

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“…The first objective of the paper was to determine their English linguistic competence in order to know if it is adequate or not for their professional needs. The results show that most participants among this group of pre-service teachers do not feel competent in the L2 and they are in need of a higher language level to be successful professionals, as some other researchers have already pointed out (Barrios, 2006;Rubio & Martínez Lirola, 2010;Rubio & Martínez Lirola, 2013;Aguilar, 2013;Amengual, 2013;Jover, Fleta, & González, 2016). Students often think that by following this specialisation they are going to improve substantially their language level.…”

Section: Discussionmentioning

confidence: 53%

Pre-Service Teachers’ Perception on their EFL Competence and Professional Requirements

Ramos-García¹,

Fernández-Viciana²

2019

Language Teaching Research Quarterly

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Language teaching and teaching through language have undergone a standardization process all over Europe. In the Spanish context, a myriad of programs has emerged in the last ten years whose main aim is to guarantee a plurilingual education. That means implementing and consolidating European directives on the matter from the Council of Europe. Universities have joined this trend in their need for internationalization. This contribution analyses pre-service teachers' perceptions on their English Foreign Language level and the professional requirements regarding language competence in the current context in which language is a key aspect in education at any level. In spite of the fact that most students (95.5%) consider that a language teacher should master the language (C1 CEFR level or at least B2), some of them (19.3%) acknowledge not having any language accreditation yet, and most are in between B1 and B2 (70%). Therefore, there is a lack of consistency between their real language level and their perception of what is needed in order to be a successful primary education language teacher. Unquestioningly, their desired level is above their real competence, that is the reason why they plan to continue their English studies once they finish their university degree.

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“…A pesar de este interés existen varios estudios (Cambridge University Press, 2016;Centro de Investigaciones Sociológicas, 2016;Education First, 2019) que la sitúan en un nivel bastante inferior al deseado. Esto se transfiere al ámbito universitario, especialmente al colectivo de Ciencias de la Educación, quienes presentan carencias en dichas competencias (Gómez, Solaz y Sanjosé, 2014;Raigón, 2015;Jover, Fleta y González, 2016).…”

Section: Introductionunclassified

¿Cómo valoran los estudiantes universitarios de Educación su dominio de competencias lingüísticas en lengua extranjera?

Gil-Galván

Martín-Espinosa

2021

Rev. Complut. Educ

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El estudio sobre las competencias lingüísticas de los estudiantes universitarios constituye un referente de interés tanto para la docencia como para el acceso al mercado laboral de los egresados. Esta investigación pretende conocer la relación entre la adquisición de competencias lingüísticas en lengua extranjera que presentan los estudiantes de Ciencias de la Educación y el nivel e idioma que acreditan para la obtención de su Título Universitario de Grado. Para ello, se realizó un estudio descriptivo tipo encuesta con una muestra de 260 estudiantes de la Facultad de Ciencias de la Educación de la Universidad de Sevilla. La exposición de los resultados se apoya en la descripción de variables como nivel, idioma, motivación, importancia y dominio de la adquisición de competencias lingüísticas en lengua extranjera. Una de las conclusiones más relevantes de este estudio es que a pesar de la motivación hacia el aprendizaje de idiomas y al alto porcentaje de alumnos que estudia inglés, el nivel de adquisición de estas competencias lingüísticas (bajo, A2) es inferior al que acreditan (medio-bajo, B1). Por tanto, resulta destacable que el dominio del idioma extranjero que presenta el universitario no se relaciona, en general, con el exigido y acreditado oficialmente.

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La Formación Inicial De Los Maestros De Educación Primaria en El Contexto De La Enseñanza Bilingüe en Lengua Extranjera

Cited by 33 publications

References 1 publication

Influencing Factors on In-Service Teachers’ Competence in Planning CLIL

Influencing Factors on In-Service Teachers’ Competence in Planning CLIL

Pre-Service Teachers’ Perception on their EFL Competence and Professional Requirements

¿Cómo valoran los estudiantes universitarios de Educación su dominio de competencias lingüísticas en lengua extranjera?

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